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Falhas e dobras: um estudo quasi-experimental com o ensino baseado em modelos
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Advisor(s)
Abstract(s)
RESUMO: A geologia é considerada uma ciência histórica e hermenêutica,
cujo princípio do Uniformitarismo permite o estudo do presente observando
o passado e implica o recurso a analogias. O presente estudo explora o
impacto do uso de modelos no desenvolvimento dos raciocínios científico,
por analogia e histórico-interpretativo no ensino da geologia. A amostra
abrangeu 59 alunos de uma escola do Norte de Portugal a frequentarem o
7º ano de escolaridade de ciências naturais. A amostra foi dividida em dois
grupos experimentais [grupo 1 (n=17); grupo 2 (n=21)] e um de controlo
[grupo 3 (n=21)]. Nos grupos experimentais foi usado um ensino baseado
em modelos (model-based teaching) enquanto no grupo de controlo recor reu-se ao ensino tradicional, expositivo, centrado no professor e nos
manuais. O trabalho de modelação nos grupos experimentais foi
desenvolvido utilizando um modelo de ensino (físico não análogo) sobre a
formação de falhas e dobras e obteve impacto positivo.
ABSTRACT: Geology is considered an historic and hermeneutic science whose fundamental principle of Uniformitarianism allows geologist to understand the past observing the present. The current study explores the impact of using models in the development of the scientific reasoning, analogic reasoning and the historical and interpretive reasoning. The sample included 59 seventh grade natural sciences students, from a school located in the north of Portugal. The sample had two experimental groups [group 1 (n=17); group 2 (n=21)] and a control one [group 3 (n=21)]. In the experimental groups it was applied a model-based teaching methodology, while the control group was submitted to the traditional method (lectures and textbook reading). The modelling work, with a positive impact in the experimental groups, was developed using a teaching model (physical and non-analogue) on the formation of faults and folds.
ABSTRACT: Geology is considered an historic and hermeneutic science whose fundamental principle of Uniformitarianism allows geologist to understand the past observing the present. The current study explores the impact of using models in the development of the scientific reasoning, analogic reasoning and the historical and interpretive reasoning. The sample included 59 seventh grade natural sciences students, from a school located in the north of Portugal. The sample had two experimental groups [group 1 (n=17); group 2 (n=21)] and a control one [group 3 (n=21)]. In the experimental groups it was applied a model-based teaching methodology, while the control group was submitted to the traditional method (lectures and textbook reading). The modelling work, with a positive impact in the experimental groups, was developed using a teaching model (physical and non-analogue) on the formation of faults and folds.
Description
Keywords
Modelos geológicos Ensino Raciocínio científico Raciocínio por analogia Raciocínio histórico-interpretativo Geological models Teaching Scientific reasoning Analogic reasoning Historic-interpretative reasoning
Citation
Ribeiro, Cardoso & Vasconcelos 2020, ‘Falhas e dobras: um estudo quasi-experimental com o ensino baseado em modelos’, Comunicações Geológicas, vol. 107, nº 1 (especial), pp. 165-166. https://doi.org/10.34637/35h3-9d40
Publisher
LNEG - Laboratório Nacional de Energia e Geologia